THE CONTINUOUS ASSESSMENT ADMINISTRATION IN PRIMARY SCHOOL: A CASE STUDY OF ILE-OLUJI LOCAL GOVERNMENT AREA OF ONDO STATE - UNIPROJECTS

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THE CONTINUOUS ASSESSMENT ADMINISTRATION IN PRIMARY SCHOOL: A CASE STUDY OF ILE-OLUJI LOCAL GOVERNMENT AREA OF ONDO STATE



ABSTRACT
This study will enable us to identify the problems of continuous assessment in primary schools in Ile-Oluji Local Government Area of Ondo State. A review of related literature yielded the basic upon which the study was based. The study was also administered on the teachers to collect fact about the problems of continuous assessment in Ile-Oluji Local Government area of Ondo State.The result shows that continuous assessment has a great influence on the pupils academic achievement in Ile-Oluji Local Government area of Ondo State. Lastly, recommendations were made based on the finding of the study was however an exhaustive research of the problem of continuous assessment in Ile-Oluji Local Government area of Ondo State.

 
TABLE OF CONTENT
TITLE                                                                                     PAGE
Title Page                                                                               
Certification                                                                           
Dedication                                                                             
Acknowledgement                                                               
Abstract                                                                                 
Table of Content                                                                                       
CHAPTER ONE
Background of the study                                                     
Purpose of the Study                                                          
Significance of the Study                                                    
Statement of the Problem                                                   
Research Question                                                              
Research Hypothesis                                                          
Delimitation of the Study                                                     
Definition of Terms                                                              
CHAPTER TWO
Introduction                                                                          
Definition of Continuous Assessment                               
Characteristics of Continuous Assessment                      
Active Student Involvement                                                
Skilled Teacher Direction                                                    
Constructive                                                                         
Purpose of Deriven                                                             
Problems of Continuous Assessment                               
The Principle of Continuous Assessment                         
Record Keeping under Continuous Assessment             
CHAPTER THREE
Research Design                                                                
Population of the Study                                                      
Sample and Sampling Techniques                                    
Administration of the Instrument                                        
Data Analysis                                                                      
CHAPTER FOUR
Result and Discussion                                                       
Test of Hypothesis                                                             
Discussion of Finding                                                        
CHAPTER FIVE
Summary                                                                            
Conclusion                                                                         
Recommendation                                                              
Suggestion for further Study                                             
Reference                                                                          
Appendix                                                                            
CHAPTER ONE
INTRODUCTION
Background of the Study
          Continuous assessment is one of the new concepts introduced in the Nigerian educational system with the new national policy on education. In short; it is part of the new system of education, otherwise known as the 9-3-3-4 system.
          Assessment is an essential element in the educational process. A teacher must make some measurements of the extent to which the learning experiences of students achieve the stated objectives of the course of study.
          Ohnuche and Odili (1986) Defines assessment as involving the determination for the value and work of a thing implies making decision.
The changing needs and attitudes of individual children call for a continuous evaluation of such needs and traits in order to enable the children understand themselves better. Their teachers to improve on their teaching methods, the parent and guidance understood the children, so that educational vocational and personal social decision can be realistically made on them.
          This study was carried out in Ile-Oluji Ondo State. There are very few turns in Ile-Oluji Local Government Area of Ondo States, most of these schools are located in the rural areas. Thus the background of this study has rural settings.
Purpose of the study
          The purpose of this study was to pursue an investigation into the role of continuous assessment in the primary school.
          From the literature study it became clear that the role of continuous assessment, as formative assessment is to inform educators and learners about a learner’s progress in order to improve learning. The information obtained by continuous assessment should be of such a nature and be available at a time that will enable the learner to grow.
          Effective continuous assessment should involve the continuous updating of assessment of the performance of a learner, there are many different methods that can be employed in continuous assessment and different ways in which they can be used. In order to improve assessment and to ensure the best feedback from it, the educator needs to find the method which bests first the purpose of the assessment. The purpose of continuous assessment is to assess all aspects of a learner’s development.
          The study will attempt to achieve the following objectives:
1.     Examine the method teachers used in assessing pupils as inhibiting factors.
2.     Determine the time stipulated for fully assessment of pupils as inhibiting factor.
3.     To investigate how teachers partially view of continuous assessment inhibiting its implementation.
4.     To determine whether teachers have the logistics for continuous assessment.
Significance of the Study
          The findings of this study win be useful to the schools, teachers, pupils, parent and the society in general.
1.     It is hoped that the findings would be used in planning and organizing effective continuous assessment of pupils progress in primary schools,
2.     On the part of the teachers who are the actual implementers, it will furnish them with necessary information on areas and method their service are to be employed for effective implementation of the programme.
Statement of the Problem
Although 6-3-3-4 system of education emphasized the use of continuous assessment techniques in evaluating pupils progress in school this is rather ignored and considered a mere theory in some schools because some teachers do not want the implementation of continuous assessment due to the fact that it is burden some and time consuming.
          Secondly, the problem in that proper record on continuous assessment is not kept by teacher’s and schools and the one that is provided is usually not comprehensive. The fact that continuous assessment is the basis for the certification in both junior and senior primary schools nation wide (NPE 2004), and that teachers fail to keep this vital record properly and some teacher keep this record poorly. Therefore, this study tend to investigate the inhibiting factors in the implementation of continuous assessment in primary schools in Ile-Oluji Local Government Area of  Ondo State.
Research Questions
          The researcher formulated four (4) research questions to guide the study.
          The question include:
1.     To what extent does teachers method of assessment inhibit its implementation?
2.     How often do teacher’ assess their pupils?
3.     What is the teacher’s view of continuous assessment?
4.     Do teachers have necessary logistics for carrying out continuous assessment?
Research Hypotheses
          There is no significant difference in the mean score of teachers perception on continuous assessment in primary schools.
          There is no marked difference in the remedies and impact mean score of continuous assessment on the learning process of the pupils in the primary school.
Delimitation of the Study
          This study was designed to cover five schools in Ile-Oluji Local Government Area in Ondo State.
          Research samples were drawn from pupils, teachers and principals.
          Lack of time hindered the researcher in extending the research to cover all the schools in the State were randomly selected.
          Financial constraint was another problem since the cost of moving from one place to another was not easy as the researcher was not mobile to go round the schools.
Definition of Terms
ASSESSMENT: An ability which may be oral or practical given to learners by the teachers to reinforce or access the rate of learning.
COGNITIVE DOMIAN: Is an aspect of learning which deals with the learners intellect or intellectual development.
CONTINUOUS ASSESSMENT: A practical exercise carried out appraises, grade pupils and measure the extent to which specified educational objectives have been achieve.
EDUCATION: A process which affect a change in an individual’s behavior leading to functionalism to self and the society at large.
EVALUATION: An exercise carried out at the end of teaching and learning process to ascertain the extent to which laid down or specified educational objectives have been attained.
PRIMARY SCHOOL: It is elementary schools for children between the age of 5-11.
PUPILS: A learner in an elementary primary school.
TEST: An activity or exercise administered to a learner to measure skill ability knowledge or ideas  (petentials)

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